Approaches to inclusive research in education: opportunities and challenges: round table discussion feedback, Group 1

Dandy George Dampson, Stella Long, Genevieve Murray, Remi Odunsi, Saneeya Qureshi

Research output: Contribution to journalArticle

Abstract

The role of the SENCO was established in the 1994 SEN Code of Practice (DfE, 1994) which stated that all mainstream schools in England must have someone responsible for coordinating and implementing appropriate services and provisions for children with SEN. This interpretivist study investigates the impact that SENCOs have on teachers' capacity to address SEN in their classrooms. A mixed-method approach (Creswell and Plano Clark, 2007) is applied, consisting of three phases: self-administered questionnaires, face-to-face semi-structured interviews and case-study vignettes of SENCOs, teachers and head teachers, along with document scrutiny of school SEN-related material. I will discuss challenges pertaining to my methodological examination of the SENCO-teacher dynamic. These include sampling issues, cohort access, professional experience and identity, and the validity of research instruments. Implications are then considered with regard to emergent themes, and the construction of a meaningful image of how SENCOs affect the inclusive practices of their teaching colleagues. A key challenge that I currently face pertains to the dynamic and fluid school environments and their impact on the quality of my data, and thus how SENCOs and teachers respectively construct their 'realities'.
Original languageEnglish
JournalInter University Symposium Journal
Volume1
Publication statusPublished - 1 Jun 2014

Fingerprint

roundtable discussion
teacher
education
Group
school
professional experience
classroom
examination
questionnaire
Teaching
interview

Cite this

Dampson, Dandy George ; Long, Stella ; Murray, Genevieve ; Odunsi, Remi ; Qureshi, Saneeya. / Approaches to inclusive research in education: opportunities and challenges: round table discussion feedback, Group 1. In: Inter University Symposium Journal. 2014 ; Vol. 1.
@article{1761196a8c244ecc80c18b615e53caa2,
title = "Approaches to inclusive research in education: opportunities and challenges: round table discussion feedback, Group 1",
abstract = "The role of the SENCO was established in the 1994 SEN Code of Practice (DfE, 1994) which stated that all mainstream schools in England must have someone responsible for coordinating and implementing appropriate services and provisions for children with SEN. This interpretivist study investigates the impact that SENCOs have on teachers' capacity to address SEN in their classrooms. A mixed-method approach (Creswell and Plano Clark, 2007) is applied, consisting of three phases: self-administered questionnaires, face-to-face semi-structured interviews and case-study vignettes of SENCOs, teachers and head teachers, along with document scrutiny of school SEN-related material. I will discuss challenges pertaining to my methodological examination of the SENCO-teacher dynamic. These include sampling issues, cohort access, professional experience and identity, and the validity of research instruments. Implications are then considered with regard to emergent themes, and the construction of a meaningful image of how SENCOs affect the inclusive practices of their teaching colleagues. A key challenge that I currently face pertains to the dynamic and fluid school environments and their impact on the quality of my data, and thus how SENCOs and teachers respectively construct their 'realities'.",
author = "Dampson, {Dandy George} and Stella Long and Genevieve Murray and Remi Odunsi and Saneeya Qureshi",
year = "2014",
month = "6",
day = "1",
language = "English",
volume = "1",
journal = "Inter University Symposium Journal",

}

Approaches to inclusive research in education: opportunities and challenges: round table discussion feedback, Group 1. / Dampson, Dandy George; Long, Stella; Murray, Genevieve; Odunsi, Remi; Qureshi, Saneeya.

In: Inter University Symposium Journal, Vol. 1, 01.06.2014.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Approaches to inclusive research in education: opportunities and challenges: round table discussion feedback, Group 1

AU - Dampson, Dandy George

AU - Long, Stella

AU - Murray, Genevieve

AU - Odunsi, Remi

AU - Qureshi, Saneeya

PY - 2014/6/1

Y1 - 2014/6/1

N2 - The role of the SENCO was established in the 1994 SEN Code of Practice (DfE, 1994) which stated that all mainstream schools in England must have someone responsible for coordinating and implementing appropriate services and provisions for children with SEN. This interpretivist study investigates the impact that SENCOs have on teachers' capacity to address SEN in their classrooms. A mixed-method approach (Creswell and Plano Clark, 2007) is applied, consisting of three phases: self-administered questionnaires, face-to-face semi-structured interviews and case-study vignettes of SENCOs, teachers and head teachers, along with document scrutiny of school SEN-related material. I will discuss challenges pertaining to my methodological examination of the SENCO-teacher dynamic. These include sampling issues, cohort access, professional experience and identity, and the validity of research instruments. Implications are then considered with regard to emergent themes, and the construction of a meaningful image of how SENCOs affect the inclusive practices of their teaching colleagues. A key challenge that I currently face pertains to the dynamic and fluid school environments and their impact on the quality of my data, and thus how SENCOs and teachers respectively construct their 'realities'.

AB - The role of the SENCO was established in the 1994 SEN Code of Practice (DfE, 1994) which stated that all mainstream schools in England must have someone responsible for coordinating and implementing appropriate services and provisions for children with SEN. This interpretivist study investigates the impact that SENCOs have on teachers' capacity to address SEN in their classrooms. A mixed-method approach (Creswell and Plano Clark, 2007) is applied, consisting of three phases: self-administered questionnaires, face-to-face semi-structured interviews and case-study vignettes of SENCOs, teachers and head teachers, along with document scrutiny of school SEN-related material. I will discuss challenges pertaining to my methodological examination of the SENCO-teacher dynamic. These include sampling issues, cohort access, professional experience and identity, and the validity of research instruments. Implications are then considered with regard to emergent themes, and the construction of a meaningful image of how SENCOs affect the inclusive practices of their teaching colleagues. A key challenge that I currently face pertains to the dynamic and fluid school environments and their impact on the quality of my data, and thus how SENCOs and teachers respectively construct their 'realities'.

UR - http://www.tcd.ie/Education/research/groups/ies/IES%20June%20Conference%202013.pdf

M3 - Article

VL - 1

JO - Inter University Symposium Journal

JF - Inter University Symposium Journal

ER -